全文获取类型
收费全文 | 1092篇 |
免费 | 17篇 |
国内免费 | 1篇 |
专业分类
教育 | 889篇 |
科学研究 | 29篇 |
各国文化 | 9篇 |
体育 | 76篇 |
文化理论 | 16篇 |
信息传播 | 91篇 |
出版年
2022年 | 5篇 |
2021年 | 9篇 |
2020年 | 28篇 |
2019年 | 31篇 |
2018年 | 42篇 |
2017年 | 32篇 |
2016年 | 37篇 |
2015年 | 22篇 |
2014年 | 17篇 |
2013年 | 278篇 |
2012年 | 28篇 |
2011年 | 31篇 |
2010年 | 25篇 |
2009年 | 31篇 |
2008年 | 35篇 |
2007年 | 23篇 |
2006年 | 20篇 |
2005年 | 31篇 |
2004年 | 21篇 |
2003年 | 17篇 |
2002年 | 12篇 |
2001年 | 17篇 |
2000年 | 20篇 |
1999年 | 8篇 |
1998年 | 4篇 |
1997年 | 21篇 |
1996年 | 27篇 |
1995年 | 13篇 |
1994年 | 11篇 |
1993年 | 15篇 |
1992年 | 10篇 |
1991年 | 6篇 |
1990年 | 8篇 |
1989年 | 11篇 |
1988年 | 10篇 |
1987年 | 7篇 |
1986年 | 14篇 |
1985年 | 17篇 |
1984年 | 11篇 |
1983年 | 11篇 |
1982年 | 6篇 |
1981年 | 10篇 |
1980年 | 11篇 |
1979年 | 8篇 |
1977年 | 7篇 |
1976年 | 7篇 |
1975年 | 5篇 |
1974年 | 6篇 |
1973年 | 4篇 |
1920年 | 3篇 |
排序方式: 共有1110条查询结果,搜索用时 31 毫秒
91.
92.
An extensive body of research has indicated the benefits of collaborative, contextualised and enquiry-based learning for teachers’ professional development and school improvement. Yet professional learning is also known to be constrained by a number of factors, including the organisational limitations of schools, conflicting cultural practices and wider political demands. Schools–university partnerships have been developed to overcome some of these difficulties by transcending particular school contexts and offering alternative theoretical and practical perspectives. The complex combination of motivations, backgrounds and working contexts in such partnership work calls for attention to the individual and collective learning experiences of those involved, including the ways in which school and university contexts are, or could be, effectively bridged. This paper focuses on understanding the learning experienced by a cohort of teachers and school leaders involved in a two-year schools–university partnership Master of Education (M.Ed.) course in England. A mixed group of 15 experienced primary and secondary teachers and school leaders reflected on their learning at five points of time during and shortly after completing their M.Ed. course. Qualitative analysis of the group’s interview responses and reflective writing led to the identification of six related aspects of personal and professional learning experience: being a learner; learning as part of professional practice; widening repertoire; changing as a learner; personal growth; and critically adaptive practice. The identification and visual representation of these aspects of experience emerging within the group offers useful insight into teachers’ perspectives on learning in school and university contexts and their experiences of progression over time. We conclude that more explicit and central attention to the professional and personal learning elements of schools–university partnerships can help to resolve some of the binary ‘theory–practice’ tensions that have been extensively discussed in relation to partnership programmes and teacher professional development. There is a need to acknowledge variation in teachers’ learning experiences within schools–university partnerships, bearing in mind the ongoing nature of this reflective process with each new group of school and university colleagues. Analysis of participants’ learning experiences in school and university contexts also draws attention to the wider structures, values and cultures that influence, and are influenced by, schools–university partnership work. 相似文献
93.
Ruth Jeanes Ramón Spaaij Jonathan Magee Karen Farquharson Sean Gorman Dean Lusher 《Sport in Society》2019,22(6):986-1004
AbstractInterventions aimed at increasing the participation of young people with disabilities in recreational sport have had mixed success. The authors draw on in-depth interviews with representatives from State Sporting Associations, local government officers and volunteers within community sports clubs in Victoria, Australia, to examine why some sports clubs are unable or unwilling to translate policy ambitions into practice. The findings indicate how by framing disability provision as ‘too difficult’, ‘not core business’ and antithetical to competitive success, community sports clubs are able to resist policy ambitions to modify existing structures and develop more inclusive practice. Greater priority needs to be given to transformational inclusion objectives and challenging ableism if clubs are to structurally progress the development of participation opportunities for young people with disabilities. 相似文献
94.
95.
96.
María-Ángeles Chaparro-Domínguez Juan-Carlos Suárez-Villegas Ruth Rodríguez-Martínez 《Journalism Practice》2020,14(7):812-829
ABSTRACT This paper analyses to whom Spanish journalists feel responsible. To achieve this objective, we sent out a survey to Spanish journalists to ascertain their opinion on this question. The journalists’ point of view was then compared with that of the general public though six focus groups consisting of Spanish citizens from six cities in Spain (Barcelona, Castellón, Madrid, Sevilla, Mondragón and Santiago de Compostela). Lastly, five in-depth interviews were conducted with journalism experts (e.g., directors of professional journalist associations). The main results show that the journalists feel particularly responsible to their conscience, the journalism code of ethics and their sources. The citizens, in contrast, believe that journalists should be responsible to the audience. We contextualised the Spanish finding in the European context by comparing our results with those derived from a study among European journalists. 相似文献
97.
Ruth Brookman Marina Kalashnikova Janet Conti Nan Xu Rattanasone Kerry-Ann Grant Katherine Demuth Denis Burnham 《Child development》2020,91(6):e1211-e1230
This longitudinal study investigated the effects of maternal emotional health concerns, on infants’ home language environment, vocalization quantity, and expressive language skills. Mothers and their infants (at 6 and 12 months; 21 mothers with depression and or anxiety and 21 controls) provided day-long home-language recordings. Compared with controls, risk group recordings contained fewer mother–infant conversational turns and infant vocalizations, but daily number of adult word counts showed no group difference. Furthermore, conversational turns and infant vocalizations were stronger predictors of infants’ 18-month vocabulary size than depression and anxiety measures. However, anxiety levels moderated the effect of conversational turns on vocabulary size. These results suggest that variability in mothers’ emotional health influences infants’ language environment and later language ability. 相似文献
98.
This study explores academic libraries’ potential uses of the mobile application Yik Yak, with particular focus on patrons’ anonymous feedback about library services and spaces. Over a 232-day period, the authors observed the Yik Yak feed for their university and recorded all yaks related to the library. A content analysis of the 249 library-related yaks found six distinct purposes that these library-related yaks served, from the perspective of the patron, which are of interest to the library: asking questions about library services; reporting problems with library spaces; reprimanding violations of and encouraging adherence to library policies; sharing compliments about library services; demons-trating need for improved library services; and discussing and offering feedback about library programs. This study reveals several opportunities for academic libraries to engage with Yik Yak in order to serve their patrons better, including providing virtual reference services, monitoring problems within the building, developing proactive approaches to policy enforce-ment, gathering honest and continuous feedback about the library's strengths, and identifying opportunities to improve and expand services. Implications for practice are discussed. 相似文献
99.
Ruth Tsuria Aya Yadlin-Segal Alessandra Vitullo Heidi A. Campbell 《The Communication Review》2017,20(2):73-97
This article reviews digital methodologies in the context of digital religion. We offer a tripod model for approaching digital methods: (a) defining research within digital environments, (b) the utilization of digital tools, and (c) applying unique digital frames. Through a critical review of multiple research projects, we explore three dominant research methods employed within the study of digital religion, namely, the use of textual analysis, interviews, and ethnography. Thus, we highlight the opportunities and challenges of using digital methods. 相似文献
100.
Competencies and employer engagement 总被引:1,自引:0,他引:1
Pam Irwin 《Asia Pacific Education Review》2008,9(1):63-69
Using the UK experience as a template, this paper explores the concept of competencies as a viable bridge to employer engagement.
In this context, the definition of competency coalesces into three primary interpretations (input, output and ‘behaviour’),
leading to three applications: work related skill sets, standards and professionalism. These in turn, inform intersecting
relationships — the link between employer skills needs and education (work-based learning), educational and workplace competency,
and quality (accreditation of employer based training, and credit accumulation and transfer systems) and vocational competency
(fit for practice, and fit for purpose). For each element, relevant models and indicative practice is presented. The paper
concludes by offsetting competencies with employer engagement, and offers approaches (vignettes) to actively advance this
critical agenda. 相似文献